These links below are prompting for logins/passwords, however I think you are referring to the JESSE archives from Nov 23 1998 available at: (lets try this again...)
I think Bernie's question was focused on finding any commentary about the ALA COA Task force which Prof. Cox's seminar was including as part of his students assignments for this seminar. Post ALA Midwinter, and the forum held by ALISE, there is a general interest to any further developments about ALA COA developments.
[I've already taken this doctoral seminar with a different faculty member btw and with a different type of syllabus for the same course.] Again, I think Bernie's & others' interest is on the ALA COA commentary from anyone, anywhere...post ALA Midwinter and any updates or further research about it. The fact that it was integrated into such a seminar is a very positive sign, yes I agree Gretchen, but what was the outcome in terms of assessment of the ALA COA statement(s)? that is what should be interesting to hear about from everyone, which was what Bernie had also asked about too post ALISE forum / ALA Midwinter news.
--best, Karen W
Karen Weaver, MLS, Adjunct Faculty, Cataloging & Classification, The iSchool at Drexel University, Philadelphia PA email:
[log in to unmask] / Electronic Resources Statistician, Duquesne University, Gumberg Library, Pittsburgh PA email:
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On Mon, Jan 18, 2010 at 8:11 PM, Gretchen Whitney
<[log in to unmask]> wrote:
Greetings,
I found this a great course as well, but for a few different reasons. I refer readers to
http://tinyurl.com/y95utt7
or in its glory,
http://listserv.utk.edu/cgi-bin/wa?A2=ind9811&L=JESSE&P=R3473&X=73DA895660BF1F245F&Y=gwhitney%40utk.edu
in which Beheshti of McGill on 23 Nov 1998 to this list posted challenges to LIS education, and focused on the "competencies of graduates." He noted that these "competencies" were (and I quote)
(1) Know (e.g., know common terms and facts)
(2) Comprehend (e.g., understand principles)
(3) Apply (e.g., apply concepts to new situations)
(4) Analyze (e.g., recognize unstated assumptions)
(5) Synthesize (e.g., write a proposal)
(6) Evaluate (e.g., judge proposals)
He was talking about Master's students, and recommended that Master's students be taken to level (3).
Cox's course is one of about three or four courses that I have run into in decades of teaching in this discipline that transits all six levels, albeit at the doctoral level.
The course well deserves study and understanding IMHO, not only for content but for pedagogy. It strives to get the student involved with the subject matter - and that's a goal that transcends sub-disciplines.
--gw
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Gretchen Whitney, PhD tel 865.539.2034
http://web.utk.edu/~gwhitney/
jESSE:http://web.utk.edu/~gwhitney/jesse.html
SIGMETRICS:http://web.utk.edu/~gwhitney/sigmetrics.html
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On Sun, 17 Jan 2010, B.G. Sloan wrote:
I recently ran across a syllabus for a Pitt LIS doctoral seminar that I REALLY like:
http://www.sis.pitt.edu/~rcox/3000%20Fall09.htm
Its main purpose is to give Pitt doctoral students a background in the culture of higher education, to help them learn about being a faculty member. I think it's really important that LIS doctoral grads go out into the real world of the academy with a good basic understanding of the higher education environment and culture.
I'm interested in learning how other LIS programs prepare their doctoral students to be future faculty. I'm not talking about letting doctoral students teach classes and/or do research. I'm talking about preparing them for their futures as fully functioning members of the higher education enterprise.
Thanks,
Bernie Sloan
